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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Sarah L Rodriguez, Virginia Polytechnic Institute and State University; Taylor Johnson, Virginia Polytechnic Institute and State University; Yeny Jimenez, Miami Dade Community College; antonio delgado

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NSF Grantees Poster Session

-traditional students.Yeny Jimenez, Miami Dade Community Collegeantonio delgado ©American Society for Engineering Education, 2024 Building an AI Certificate and a Computing Identity: Broadening Participation in Computing & Artificial Intelligence at a Hispanic-serving Community College1. Introduction The development of the computing field creates a need for a robust and skilled computingworkforce. However, there is a lack of postsecondary students in computing majors ordisciplines. This project, funded by the NSF DUE/HSI Program seeks to develop artificialintelligence (AI) courses and an interdisciplinary certificate that will expose community college(CC) students to AI and

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Arvin Farid, Boise State University

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NSF Grantees Poster Session

students and strengthening professional identity through co-mentoring. British Journal of Guidance and Counselling, 41(5), 487–503. https://doi.org/10.1080/03069885.2012.756972National Science Board, National Science Foundation. 2022. Science and Engineering Indicators 2022: The State of U.S. Science and Engineering. NSB-2022-1. Alexandria, VA. Available at https://ncses.nsf.gov/pubs/nsb20221 Page 8 of 9Olson, K. J., Huffman, A. H., & Litson, K. (2021). The relationship between mentor support experiences and STEM graduate student career optimism. Career Development International, 26(1), 44–64. https://doi.org/10.1108/CDI

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University; William Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Lauren Cifuentes, New Mexico State University

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NSF Grantees Poster Session

theirlearning skills. The use and impact of the ECE-WisCom is evaluated through a mixed-methodsapproach. The collection and analysis of data include surveys, network interactions, journaling,interviews, observations, and focus groups. The analysis considers student community formation,identity development, and academic performance as well as participant intersectionalities.Overall, the ECE-WisCom seeks to improve the college experience of engineering students bysupporting their learning process and socialization, a couple of skills relevant and with lifelongimpact in college and beyond.BackgroundRecent studies show that, while 58% of White students persist in earning a STEM degree, thepercentage of Latinx students who persist is only 43% [1]. This NSF

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University

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NSF Grantees Poster Session

2002 respectively. The Ph.D. program has graduated over 90 students, and the MS has graduated 70 students. He continues to build partnerships with regional industry and national laboratories for campus research efforts through the Applied Computational Science and Engineering Student Support (ACSESS) program ©American Society for Engineering Education, 2024Design and Implementation of a Professional DevelopmentCourse for Interdisciplinary Computational Science GraduateStudents Design and Implementation of a Professional Development Course for Interdisciplinary Computational Science Graduate StudentsAbstractStudents in computational science graduate programs have unique challenges due to

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Ahmad Farooq, Rutgers, The State University of New Jersey

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Diversity, NSF Grantees Poster Session

students’ motivation to persist in and learn about an engineering subject.Many studies have shown engineering identity as a predictor of students' educational andprofessional persistence. Thus, this theoretical framework’s inclusion allows the SPVEL to relatestudent learning profiles, formal and informal learning to their development and formation intoengineers. For example, it was found that there are significant gender differences in how first-yearstudents identify with engineering and becoming an engineer, where fewer women were exposedto the engineering field through applied or building experiences (0% women to 26% men);interactions with relatives who were engineers (20% women to 26% men) and STEM activities(10% women to 26% men) [94]. Thus

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Karcher Morris, University of California, San Diego; Jaclyn Duerr, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Bill Lin, University of California, San Diego

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McCullough [7].Transitions for transfer students in, through, and out of community college and in, through, andout of the university system are more rapid than their 4-year university peers [1]. Transferstudents are often the first generation in their families to attend college and can come fromlow-income backgrounds [8, 9, 10]. Many transfer students have faced adversity that their 4-yearpeers have not experienced. Transfer students also have a shortened time to repositionthemselves, identify resources, and build confidence to continue their studies [11].Transfer students pursuing engineering careers, more specifically, are presented with additionalchallenges [12, 13]. Ogilvie [13] reviews the literature detailing many transfer

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Brittany Lynn Butler-Morton, Rowan University; Darby Rose Riley, Rowan University; Eduardo Rodriguez Mejia M.Sc, Rowan University; Cheryl A Bodnar, Rowan University; Yusuf Mehta, Rowan University; Kaitlin Mallouk, Rowan University

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NSF Grantees Poster Session

% growth rate in new engineering faculty opportunities over the next 10 years, not keeping upwith the rate of Ph.D. engineering graduates [2]. As a result, graduate students will need to seeknon-academic roles in industry or the government upon graduation.As part of a research study funded through the NSF Innovations in Graduate Education (IGE),we are seeking to build upon an existing transportation engineering graduate program throughthe integration of a research-to-practice model based upon cognitive apprenticeship. As part ofthis model, we include practical experiences that we believe will prepare students for non-academic roles while maintaining the program’s current level of scientific rigor. We willevaluate the success of the new graduate

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

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Diversity, NSF Grantees Poster Session

California, Irvine and is working on a Masters in Science Education at California State University Long Beach. ©American Society for Engineering Education, 2024 Breaking Through the Obstacles: Strategies and Support Helping Students Succeed in Computer ScienceIntroduction and MotivationNot only that there is a continuously growing number of students who want to study computerscience (CS) but also there is a large need for CS graduates. The computing jobs are crucial forthe development and growth of the economy worldwide. For example, the data from theIntegrated Postsecondary Education Data System (IPEDS) [1] by the U.S. Department ofEducation’s National Center for Education Statistics

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Catherine McGough Spence, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Michelle Soledad, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

, then a quantitative description of students’ community and sense of belonging at IRE.1.1 Iron Range EngineeringIRE students complete lower-division coursework at community colleges around the nation [1]. Studentsthen join IRE for one semester, named Bell Academy, on campus; this semester is focused on developingstudents’ professional, design, and technical skills. After this first semester, students earn their degreewhile working in a co-op and earning an engineering salary (average $21.5k per semester). Studentsremain full-time students through the co-op based learning format by taking 1-credit hour technicalcompetencies and design, seminar, and professionalism coursework. They also earn course credit forcoursework related to their valuable

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Tim Dallas, Texas Tech University; Heather Greenhalgh-Spencer, Nanyang Technological University; Kelli M. Frias

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Diversity, NSF Grantees Poster Session

. Student persistence is facilitated by mentors [3], [4], [5], [6], rigorous curriculum, and multiple opportunities to engage in real-world work contexts. 3. STEM identity is created through real-world experience in and connections to the STEM workforce; STEM identity is a strong and leading indicator of retention and advancement in the STEM workforce [7]. 4. Experience with STEM innovation as an undergrad fosters entrepreneurship and innovation after graduation [8]. 5. International experience as an undergrad facilitates preparation for the global STEM workforce [9].project contextTIP enrolled undergraduate students in the Electrical and Computer Engineering Department(ECE) at Texas Tech University (TTU). Funding

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Jim Lewis, University of Nebraska, Lincoln; Leilani Pai, University of Nebraska, Lincoln; Johan Benedict Cristobal, University of Nebraska, Lincoln; Brittany Rader

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Diversity, NSF Grantees Poster Session

Education, 2024“Someone has invested in me to do this”: Supporting Low-Income Students to Persist in STEM through an NSF S-STEM grantThere have been numerous, widespread national efforts to address the challenge of a growingneed for STEM professionals. In a 2012 report, the President’s Council of Advisors on Scienceand Technology suggested that the United States needed to produce one million additionalcollege graduates in STEM fields by 2022 in order to keep up with the expected growth inSTEM positions [1]. Between 1970 and 2018, STEM occupations grew 79% [2] and areexpected to continue to grow 10.8% between 2021 and 2031 [3]. Evidence suggests that thenumber of STEM degrees is increasing, as is the diversity of those obtaining STEM

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Eileen Johnson, University of Michigan; Sara Rose Vohra, University of Illinois Urbana-Champaign; Jeanne Sanders, University of Michigan; Joseph Francis Mirabelli, University of Michigan; Andrea J Kunze, University of Illinois at Urbana - Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

, responses to the question “What do you think a cultureof wellness in engineering or your department would or should look like?” were separated fromthe rest of the data for thematic analysis. We developed a codebook, applied it to the data, andused thematic analysis to identify topics grouped by motif, resulting in three overarching themesrepresenting the data. With a focus on actionable patterns of meaning, the three themes are (1)Building a Supportive Community, (2) Improving Work and Academic Policy, and (3)Supporting Self-Care with Student Wellness Resources. Participants expressed their views onwhat a culture of wellness might look like and suggested ideas that they believe would bebeneficial to implement. These suggestions included aspects of

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Scott Schneider, University of Dayton; Erick S. Vasquez-Guardado, University of Dayton; Corinne H Mowrey, University of Dayton; Michael Moulton, University of Dayton; Homero Murzi, Virginia Polytechnic Institute and State University; Matthew A Witenstein, University of Dayton

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NSF Grantees Poster Session

Practices for Success (ECLIPS) Lab, where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students (e.g., Latinx, international students, Indigenous students) from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that traditionally marginalized students bring into the field and to train graduate students and faculty members with the tools to promote effective and inclusive learning environments and mentorship practices. Homero aspires to change discourses around broadening

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Stephanie S Ivey, The University of Memphis; Craig O. Stewart, University of Memphis; Aaron Robinson, The University of Memphis; Stefano Alessandro Blasoni, The University of Memphis; Maryam Darbeheshti, University of Colorado Denver; Michael Jacobson, Pennsylvania State University; William Taylor Schupbach; Tom Altman, University of Colorado Denver; Karen D Alfrey, Indiana University-Purdue University Indianapolis; Mengyuan (Alice) Zhao, Indiana University-Purdue University Indianapolis; Tony Chase, Indiana University-Purdue University Indianapolis

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Diversity, NSF Grantees Poster Session

. Their current project is CourseNetworking (or CN), an academic social networking and learning platform, which has been used by the NSF Urban STEM Collaboratory project to connect student scholars from three urban universities and facilitate their STEM identity development through ePortfolio building and digital badges. Mengyuan has an EdD in Instructional Systems Technology with a research focus on social learning and innovative learning technology.Tony Chase, Indiana University-Purdue University Indianapolis ©American Society for Engineering Education, 2024 Urban STEM Collaboratory: 5 Years of Lessons LearnedAbstractThe Urban STEM Collaboratory is an NSF-funded S-STEM project

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo

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Diversity, NSF Grantees Poster Session

Electrical Engineering (EE) department. The program was designed as a50-50 split of coursework and faculty representation from the two sponsoringdepartments. Despite the maturation of the CPE field, this 50-50 structural balancehas persisted in our curriculum. This split necessitates a kind of code switching for CPEstudents between CS and EE coursework, creating challenges that lead many students toturn away from CPE. Despite a recent transition from program to department, inertia fromthe CS-EE binary persists in our curriculum and in the patchwork of policies andprocedures inherited by the former sponsoring departments. This legacy hampers CPEstudents as they strive to develop a sense of engineering identity, belongingness,and self-efficacy and

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

EC Cline, University of Washington, Tacoma; Heather Dillon, University of Washington; Amanda K Sesko, University of Washington, Tacoma; Marc Nahmani; Zaher Kmail, University of Washington, Tacoma; Joyce Dinglasan-Panlilio; Seung-Jin Lee, University of Washington, Tacoma; Emily Cilli-Turner, University of San Diego; Elin A. Björling, University of Washington

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Diversity, NSF Grantees Poster Session

education, special education, student success in higher education, nursing, and environmental chemistry.Joyce Dinglasan-PanlilioSeung-Jin Lee, University of Washington, Tacoma Seung-Jin Lee, Ph.D., is an Assistant Professor of Mechanical Engineering at the University of Washington Tacoma. His research focus is on the life cycle sustainability of emerging technologies, such as transportation, biofuels, green buildings, and consumer products. His tools of research include life cycle assessment (LCA), industrial ecology, material flow analysis, energy efficiency, market diffusion models, reuse and recycling, and sustainable development. He has published in leading journals in sustainability and environmental engineering

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello, Utah State University; Talha Naqash, Utah State University; Zain ul Abideen, Utah State University

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NSF Grantees Poster Session

doctoral students, respectively. He also has extensive experience in working collaboratively with several universities in Asia, the World Bank Institute, and USAID to design and conduct workshops promoting active-learning and life-long learning that is sustainable and scalable. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.Dr. Angela Minichiello, Utah State University Angela (Angie) Minichiello is a military veteran, licensed mechanical engineer, and associate professor in the Department of Engineering Education at Utah State University. Her research examines issues of access, equity, and identity in the formation of engineers and a diverse, transdisciplinary 21st